Ensino baseado em competência em escolas de negócios
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Citações na Scopus
Tipo de produção
Tese
Data
2020
Autores
Lepre, L. R.
Orientador
Barros, Henrique Machado
Periódico
Título da Revista
ISSN da Revista
Título de Volume
Citação
LEPRE, L. R. Ensino baseado em competência em escolas de negócios: escolha de critérios para implementação. 2020. 86 f. Tese (Doutorado em Administração de Empresas) - Centro Universitário FEI, São Paulo, 2020. Disponível em: https://doi.org/10.31414/ADM.2020.T.131406.
Texto completo (DOI)
Palavras-chave
ensino superior
Resumo
A dissonância entre as instituições de ensino superior em negócios e o mercado têm estimulado a busca por novas formas de desenvolver a formação no ensino superior. Nesse cenário, o Ensino Baseado em Competência (EBC) é apresentado como uma possível solução para esse distanciamento entre a escola e o mercado. Assim, compreender o processo de implementação do EBC e estudar o processo de escolha
de critérios para decidir sobre implementação em escolas brasileiras podem trazer informações relevantes para a compreensão do fenômeno e aproximar essas instituições do movimento global. Nesse sentido, esta tese objetivou analisar como são definidos os critérios para o uso do ensino baseado em competência em instituições de ensino superior (IES) de negócios. E, para tanto, contou com uma abordagem qualitativa e com pesquisa de campo em três IES brasileiras nas quais foram realizadas entrevistas, via Google Meet, com 3 gestores, 10 professores e 5 alunos. Os dados recolhidos foram analisados à luz da técnica de análise de conteúdo. Os resultados possibilitaram o delineamento de um modelo teórico que permitiu compreender as relações entre sujeitos e o fluxo para a mudança organizacional em IES, pavimentando o caminho para a definição dos critérios para o uso do ensino baseado em competência em escolas de negócio brasileiras. Portanto, foi possível concluir que design, avaliação e limitações estão entre os critérios elencados a partir da análise teórica e foram percebidos também como critérios presentes nas IES pesquisadas
The dissonance between higher education institutions in business and the market has stimulated the search for new ways to develop training in higher education. In this scenario, Competency-Based Education (CBE) is presented as a possible solution to this gap between the school and the market. Thus, understanding the process of implementing the CBE and studying the process of choosing criteria to decide on implementation in Brazilian schools can bring relevant information to understand the phenomenon and bring these institutions closer to the global movement. In this sense, this thesis aimed to analyze how criteria are defined for the use of competence-based education in business higher education (HE). And for that, it had a qualitative approach and field research in three Brazilian HE. In which interviews were conducted via Google Meet, with three managers, ten teachers and five students. The data collected were analyzed in the light of the content analysis technique. The results made it possible to outline a theoretical model that allowed understanding of the relationships between subjects, and the flow for organizational change in HE, paving the way for the definition of criteria for the use of competency-based teaching in Brazilian business schools. Therefore, it was possible to conclude that design, evaluation and limitations are among the criteria listed from the theoretical analysis and were also perceived as criteria present in the researched HE
The dissonance between higher education institutions in business and the market has stimulated the search for new ways to develop training in higher education. In this scenario, Competency-Based Education (CBE) is presented as a possible solution to this gap between the school and the market. Thus, understanding the process of implementing the CBE and studying the process of choosing criteria to decide on implementation in Brazilian schools can bring relevant information to understand the phenomenon and bring these institutions closer to the global movement. In this sense, this thesis aimed to analyze how criteria are defined for the use of competence-based education in business higher education (HE). And for that, it had a qualitative approach and field research in three Brazilian HE. In which interviews were conducted via Google Meet, with three managers, ten teachers and five students. The data collected were analyzed in the light of the content analysis technique. The results made it possible to outline a theoretical model that allowed understanding of the relationships between subjects, and the flow for organizational change in HE, paving the way for the definition of criteria for the use of competency-based teaching in Brazilian business schools. Therefore, it was possible to conclude that design, evaluation and limitations are among the criteria listed from the theoretical analysis and were also perceived as criteria present in the researched HE